Diversity Edge Opportunities
For the Diversity Edge, you will need a 100 hours that must include a combination of international and domestic diversity (a minimum of at least 20 hours in each area).
Movies only count if there is a discussion afterwards.
You can log 30 hours for language classes, including sign language.
Possible Citizenship or Diversity (International) Edge Hours
Interested in volunteering or studying abroad? Check out what trips are being offered now.
Possible Diversity Edge Hours
As of the 2014 Winter Semester, I would like to put a Northern's English Language Institute “NELI Partner” (previously ESl) activity into place. Our incoming students feel as if they are ‘dropped’ off at NMU – as they often come not knowing anyone here. While we do not mean to make them feel that way, there are many hours of the day that we cannot be with them and help them to not feel lonely. Based on feedback from our current and previous students, I have found that they all wish they would have had a U.S. NMU student as a partner or buddy. They all wanted to have an American student to whom they could go for advice, to get answers to questions, and just to have someone to hang out with and go out for coffee with or watch TV with during their off hours. Therefore, I am respectfully requesting volunteers from Superior Edge to be a one-on-one volunteer to incoming students.
I would prefer that female NELI students receive a female volunteer. Most female students from Saudi Arabia have strict rules regarding associating with males. While it’s not as important for male NELI students to have a female volunteer, it may be easier for male NELI students to have a male – but it is not mandatory.
My idea of a time commitment is flexible but here are some guidelines:
- Meet up twice a week for the first two weeks that the student is at NMU.
- After the first two weeks, meet up once a week for coffee and/or conversation.
- After the first two weeks, offer to let the NELI student study with you (where you each work on your own assignments). Offer your NELI student the chance to text or call you if s/he has a question or a concern: If this gets out of hand, please talk with them or contact me (Jo Doran: firstname.lastname@example.org).
- Meet in a public place – if you have a partner of the opposite sex – instead of meeting in your room, meet at Starbucks, or the library, or some other public place on campus. If your partner is of the same sex, there is no reason you cannot meet in your room.
- Do not take the NELI student to a bar, offer her/him alcohol, or put her/him in a position where someone is offering her/him drugs.
Many international students have difficulty with time management. Giving them a chance to develop a study routine would be a great benefit to them. It is easy for younger international students to forget why they are here at NMU. It is also very tempting to some, especially males from Saudi Arabia, to participate in parties, drinking, etc. since they are not allowed to in their home country.
Please feel free to contact me (Jo Doran, 163 Whitman Hall, 906-227-2594, or email@example.com) with any questions you may have regarding volunteering. You may stop by and see me at any time and we can talk. My normal hours are Monday through Friday from 9:30 a.m. – 5:30 p.m.
If you decide to volunteer for the NELI Partner activity, you do a good job with it – and – you maintain contact with me by stopping by my office so I get to know you, I will write you a strong recommendation letter for your portfolio at the end of the semester, and you may use this volunteer work on your resume/CV with me as the contact person.This coming winter semester, we (tentatively) have three students coming from Saudi Arabia (at least one female) and three to four students from Algeria (all males, I believe). I would like to meet with you before Winter 2014 Semester if you are interested. Thank you.
Possible Diversity, Leadership, or Real World Edge Hours
Are you looking for a chance to experience the other side of health care? If so, please contact Upper Peninsula Home Health and Hospice, to learn about a variety of opportunities available. You can contact our Volunteer Coordinator today at 906-225-4545, e-mail us for more information at firstname.lastname@example.org, or follow our efforts at www.facebook.com/uphomehealth.
Our hospice volunteers program offers several different types of opportunities ranging from direct companion/family support volunteers, special service volunteers, special project volunteers and even group opportunities. Those who choose to work with our hospice patients directly will work in a variety of different settings that may include the patient’s personal homes, local hospitals, nursing homes, assisted livings, and memory care facilities.
As a volunteer with our hospice program, you will discover flexibility, specialized training and opportunities for personal growth. Our team approach supports your role in making a difference in the lives of our patients and their families. You will also find the support of our Hospice Foundation which provides resources for volunteer projects and our Make-a-Memory Program.
Companion/family support volunteers work to provide support directly to patients and families. To ensure that all volunteers are equipped for the challenge of working with those dealing with a life limiting illness, we require that volunteers complete orientation and training sessions. It’s important that volunteers understand the philosophy of hospice and are aware of the specific ways we work to serve the community. Volunteers spend their visits being present, listening, helping with errands or light household tasks or providing short respite opportunities for caregivers.
Special service volunteers are able to share their special skills of music or art therapy, massage therapy, and reminisce therapy. If you have any talents you would like to share, contact us today.
Special project volunteers groups help with special projects that are vital in providing indirect support to our patients and their caregivers. Many of these groups consist of resident volunteers from the local assisted living and nursing facilities. Projects include but are not limited to: heated comfort bags, fleece tie blankets, recipes-in-a-jar/horticulture therapy kits, and cards, letters and flowers.
Group volunteer opportunities exist for your group, club, or organization to become involved with hospice. Upper Peninsula Hospice will provide an informative presentation or on-site training for any interested group.
To inquire about volunteer opportunities call our volunteer coordinator at 906-225-4545 or check us out at www.facebook.com/uphomehealth.
Possible Diversity Edge Hours - Domestic
NAS 101 - Anishinaabe Language, Culture & Community I
An introduction to Anishinaabemowin language including grammar, vocabulary, idioms and syllabics. Students will learn to read, write and speak basic Anishinaabemowin. This course also promotes the preservation of Anishinaabe culture by examining various facets of Anishinaabe everyday life and contemporary issues
NAS 102 - Anishinaabe Language, Culture & Community II
An in-depth study of Anishinaabemowin language. This course is a continuation of materials introduced in NAS 101. Students will focus on higher-level use of the language and will apply it in situations related to contemporary Anishinaabe cultural issues and community structures.
NAS 212 - Michigan and Wisconsin Tribes, Treaties and Current Issues (Education and Political Science)
An examination of the 23 federally recognized tribes of Michigan and Wisconsin and how treaties with the federal government shaped their history and contemporary political make up. Treaty rights, sovereignty, urban communities, and tribal enterprises will also be explored.
NAS 280 - Storytelling by Native American Women
This course examines a myriad of historic and contemporary aspects of native life through the eyes and stories of Native American women. Subjects include customs, culture, family, generations, mothers, daughters, grandmothers, art, education, fiction, poetry, political activism, and spirituality.
NAS 315 - History of Indian Boarding School Education (Anthro, History, Sociology)
The history of the initiation, development, alteration, and demise of the federally mandated Indian boarding school education experience in the U.S. and Canada. Intergenerational and contemporary repercussions, both positive and negative, within indigenous societies are considered.
NAS 320 - American Indians: Identity and Media Images (English and Oral Traditions)
An analysis of the identity and images of American Indians portrayed within the historic and contemporary media. Perpetuation of stereotypes and appropriates or distorts cultural images, symbols, beliefs, stories and contributions by native people to the media will be explored.
NAS 330 - Native Cultures and the Dynamics of Religious Experience
An examination of the traditional philosophies of the native peoples in the Great Lakes region as well as an exploration of how Christianity has influenced native peoples and communities. Students will learn about the historical impacts, positive and negative, that organized religion has had on Indian country.
NAS 340 - Kinomaage - The Earth Shows Us the Way
Kinomaage, when translated, is "Earth shows us the way." Students will examine various plants of the Northwoods that have been traditionally used by the Anishinaabeg. Students will also examine the close relationship between Anishinaabeg peoples, culture, and the Earth while comparing that relationship to modern day society's view of the environment.
NAS 342 - Indigenous Environmental Movements
An exploration of the historical and cultural foundations of the paradigms that led to the ecological exploitation of Indigenous lands. Students will examine how Indigenous cultures today are resisting domination and working to regain, protect and nurture their lands, the planet, and their ways of life.
NAS 420 - Issues within the Representation of American Indians (Anthro, History, Sociology)
The histories, legacies and continuing debates regarding the display of Native Americans and especially how representations of Indians may reflect colonialist attempts of appropriation, marginalization, and erasure of indigenous cultures as well as Native American resistance, accommodation, and celebration.
NAS 485 - American Indian Education
Students will explore significant American Indian education policy from pre-colonial times to the present day. Students will investigate treaties with educational provisions, current U.S. federal Indian education law; standards-based reform and Native American inclusion. Through online chat rooms, students will discuss these issues with individuals from different parts of the world.